Discussion at 5th ICLET: Keynote Speaker Session by Prof. Dr. Rasmitadila, ST., M.Pd from Universitas Djuanda, Indonesia

[research synergy]

At the 5th ICLET Keynote Speaker Session, Prof. Dr. Rasmitadila, ST., M.Pd Universitas Djuanda, Indonesia delivered a speech about "Inclusive Education Training System for Elementary School Teachers Based on Multi-Professional Teamwork". The participants were all excited to learn new insights from Prof. Dr. Rasmitadila, ST., M.P are welcomed to share their insight or ask question in this forum:

 

• Nafisah Deviyanti (Djuanda University, Student):
  Prof. Rasmitadila, as we know, the educational environment in Indonesia is very diverse and challenging. How can we enrich the variety of learning materials in inclusive education training, especially for elementary schools, so that it better meets the needs of teachers in the field? In addition, how can we, as future teachers, adapt ourselves to environmental changes and the demands of our time?

• Memoona Munir:
  How can inclusive education training be adapted for rural schools where professional support teams are often unavailable?

• John Mark Saldivar:
  What challenges did you encounter when conducting this study?

• Andrew Mar Salburo:
  What are the mechanisms available in identifying the condition of the student?

• Mashudi Rofik:
  What are the challenges in ensuring equal quality of basic education, particularly in remote areas, and how should the government address them?

• Jenefer Tacang:
  How can schools ensure long-term support for teachers after the training?

• Adebisi Enoch Oghene (Lead City University, Nigeria):
  Percentage wise, can you give a level of achievement of inclusive education, globally speaking:

  1. In the humanities and social sciences

  2. In the physical, natural sciences and engineering

• Reynosa Valdez Lupais:
  How to handle and help a foreign student in language, because I have students from another country, it led them to frustration during the mother tongue and one other subject?

• Mohamad Arif Rahmansyah:
  How can we encourage teachers who are already comfortable with their teaching practices, even though there are many instructional innovations that could be applied to make their teaching more effective?

• Keneth Rone (Philippines):
  How were the modules and training materials validated by external panels or experts?

• Rhodora Garcia-Medina:
  Can Sped Teachers lead the collaboration or participate in the training and orientation to make inclusion more feasible?

• Megan Asri Humaira:
  How can the model be adapted for schools with limited resources?

• Jumar Baratang:
  What are the strategies to encourage seasoned teachers to innovate their pedagogy using new technology?

• Mary Grace A. Manila (Philippines):
  What do you suggest should be the priority or first step in strengthening collaboration in challenging remote areas such as those in the Philippines?

• Amalia:
  What strategies can teachers use to ensure that collaboration remains consistent and sustainable over time, rather than only at the beginning of inclusion programs?

• Gilbeys D. Tangcawan, PhD:
  Despite research and programs on teacher training and inclusive education, why do problems in the education systems of Indonesia and the Philippines still persist, and how can these studies lead to real improvements?

• Nisha:
  How can multi-professional teamwork in inclusive education training improve elementary teachers’ awareness, commitment, and skills in handling diverse learners?

• Pamela Grace Tañalas:
  How can a multi-professional teamwork approach in inclusive education training strengthen collaboration among elementary school teachers and support sustainable professional development to improve the quality of inclusive schools, especially in the Philippines?

• Mrs. Dame Francis Lousie Ersando:
  How can schools sustain this inclusive education training system beyond the initial program, especially in resource-limited contexts?

• Jill:
  In the Philippine context, functional literacy remains a challenge, as many students can read but struggle with comprehension and application. How might inclusive education training systems equip teachers not only to teach basic literacy, but also to cultivate higher-order thinking and real-life application skills in the early grades?

• Maria Eleonor D. Gavino (DepEd Philippines):
  How did the school address the gaps in providing teaching materials and learning resources for the inclusive learners?

• David J. Alcarde Jr:
  In resource-constrained and geographically fragmented contexts such as the Philippines, what systemic strategies should be prioritized to build sustainable, multi-sectoral collaborations that go beyond short-term interventions?

 

 

All audience are also welcome to ask question in this forum. Thank you.